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5-2021

Increasing the Importance of Education in College Students

Mireya Ysena Cortez California State University, Monterey Bay

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Recommended Citation Cortez, Mireya Ysena, "Increasing the Importance of Sleep Education in College Students" (2021). Capstone Projects and Master's Theses. 1028. https://digitalcommons.csumb.edu/caps_thes_all/1028

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Increasing College Students’ Awareness of the Risks of Insufficient Sleep

Mireya Y. Cortez

A Capstone project of the Bachelor of Arts in Human Development and Family Studies INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 2

Increasing College Students’ Awareness of the Risks of Insufficient Sleep

Introduction

Many college students are unaware of the effects of poor sleep and on their overall wellbeing. When students do not get sufficient or quality sleep it impairs their brain development, increases negative feelings, and decreases their alertness. College students are particularly vulnerable to poor sleep habits primarily because they have adopted the culture of college life. College students do not realize that consuming energy drinks and caffeine to stay awake or to manage stress is risky to their health. Furthermore, the use of technology and social media overload before makes falling asleep more difficult. To address students' lack of awareness, I have created a one-day sleep education power point presentation workshop for college students at California State University Monterey.

Need Statement

Many college students are unaware of the consequences of poor sleep habits and the impact of sleep deprivation on their psychological processes. Research indicates that 60% of students state that their quality of sleep is poor (Kloss et al., 2016). Many college students are not well versed on the importance of maintaining good . For decades, the culture of college students has been to participate in “pulling all nighters.” This theme has contributed to the prevalence and acceptance of staying awake throughout the entire night to study or socialize.

Hershner and Chervin explained that the average sleep duration of college students was 5.7 hours a day, and only 4 % of students slept the recommended 7 hours per night (2014).

College students continue to practice poor sleep habits to stay awake and fall asleep.

Students would benefit from knowing the risks associated with the use of technology before bed , INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 3 and the consumption of coffee and energy drinks later in the day to stay awake. In addition, the effects of alcohol during social activities or as sleep aides need to be addressed. By not practicing good sleep habits, college students are at risk of poor sleep, which in turn has detrimental effects on their academic performance and alertness.

65% of adults 19-29 years old use technology before bed. The use of cell phones, gaming, T.V, and computers are the leading forms of technology platforms that affect sleep in students, resulting in poor sleep habits (Hershner & Chervin, 2014). Technology stimulates the brain and increases alertness making it difficult to fall asleep and stay asleep . The consumption of energy drinks and caffeine to stay awake is very alarming and quite the college student repertoire as well. Consuming 2-4 cups of coffee per day impairs the body to wind down and the ability to fall asleep (Hershner & Chervin, 2014). Energy drinks used to stay awake or to compensate for insufficient sleep, ranked the highest in usage at 67% among college students .

The use of alcohol consumption is also popular amongst college students whether students are drinking at social gatherings or using alcohol to relax after a long day of school or work.

Hershner & Chervin, discuss that 11.6% of students have used alcohol as a sleep aid. The same report states that alcohol can increase the time someone actually falls asleep and even more alarming is the fact that it causes other health issues (2014).

The American College of Health Association ranks sleep problems second , behind stress, resulting in lower GPAs among college students (Chen, W.-L., & Chen, J.-H, 2019). Lack of sleep or sleep deprivation creates cognitive function issues in learning and memory which affects students’ academic performance . Memory is highly dependent on how much is acquired. Rapid eye movement (REM) is considered slow-wave-sleep and is key to memory formation. When students stay up late, there is a sleep reduction compromising INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 4 their cognition, alertness, and they are less likely to learn new material (Chen, W.-L., & Chen,

J.-H, 2019). Since the stress of learning and coursework is very demanding during this stage of life , poor sleep quantity makes students feel fatigued and likely to get behind in their studies.

Unable to realize the severity in their poor sleep habits result in college students more at risk of failing. In one study, students are described as being exhausted and accumulating excessive delinquency and falling asleep in class affecting their GPA (Chen, W.-L., & Chen, J.-H, 2019).

Heavy course loads, loud music, and the increased amount of alcohol consumed at parties or during socialization affect students dramatically in the decision making process; as a result of these poor decisions, they experience difficulty in their daily overall capabilities. I In addition, consequences of poor sleep practices can lead to issues of depression and suicidal ideation. When these mood changes occur, students are less likely to be productive in their academic achievements. Having depressive symptoms or feeling sad is one of the most common mental health issues amongst college students, and it is linked to insufficient sleep. According to

(Hershner & Chervin, 2014), 14.8% students felt greater depressive symptoms as they lost more sleep. With sleep deprivation, students begin to feel a loss of pleasure, and develop a sense of guilt . Further, having an irregular sleep schedule increases the risk of students' negative moods and disliking themselves; this accounted for 11% of suicidal ideation (Hershner & Chervin,

2014).

Research supports that college students' sleep habits negatively affect their sleep.

Implementing awareness on proper sleep practices will change students’ sleep hygiene, therefore, making them more knowledgeable in practicing sufficient strategies on ways to get a better night's rest. In order to raise the importance of sleep awareness and increase healthy sleep INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 5 regimes in college students, I intend to provide a one day interactive power point presentation at

CSUMB on healthy sleep hygiene practices to improve overall sleep habits for college students.

Theory

Jeffrey Jensen Arnett describes “emerging adulthood” as the in-between stage from adolescence to adulthood from the ages of 18 to 25 years old (2000). Most college students fit in this age bracket and exhibit the developmental traits as the ones described in Arnett’s theory of taking responsibility for oneself and making independent decisions, and most importantly, becoming financially independent. Arnett’s research also describes emerging adults as seeking to engage in various identity explorations through love, work, and world views. Jeffrey Arnett states that during emerging adulthood acquiring an education is their main goal, while postponing a family, and enjoying life seem to be the most important during this identity seeking stage (2000). Emerging adults consider world views very important, especially when re-examining beliefs and values they have learned from their family. Working, for example, helps them reflect on what is important in adulthood and attaining adult status. However, the new transition from dependence to responsibility includes worrying about what job field would seem to suit them best (Peltz et al., 2016).. Finding love during emerging adulthood includes a more serious relationship and physical intimacy. This gives emerging adults a deeper feeling of closeness which assists them in the kind of life partner they would enjoy being with now, and in the future (Arnett, 2000). I feel that in order to reach academic achievements and become financially independent, students must learn to accept responsibility for making healthy decisions while still finding their identity. Sleep knowledge could assist college students in taking responsibility for making sleep one of their top priorities. INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 6 This theory applies to my project because college students usually are around the age of

18-25 years old. In an environment that entails a high degree of diversity and instability, the opportunity for social interaction interferes with their sleep and they don’t develop effective sleep practices that can shape their development in the future. As a result of these poor decisions, students experience difficulty in their daily overall functioning (Peltz et al., 2016).

Consideration of Diversity

My project was supposed to be conducted via Zoom with members of Tau Sigma Honor

Society from California State University, Monterey Bay in Seaside, California. The ethnic composition of the participants was not reflective of the university’s broad population.

According to California State University’s Enrollment Fast Facts (Headcounts) for Fall 2020, the ethnic composition of the students is 4% African American, 9% Asian American, 45% Latino,

1% Native American, 4% other/decline, 1% Pacific Islander , 9% two or more races, and 29%

White. I think Tau Sigma would look different from the university ethnically because Latino’s and Whites make up most of the population at CSUMB meaning that the ethnic diversity in Tau

Sigma would mostly include these two ethnic groups . I do not think my participants are academically reflective of the overall population of the university because the candidacy for membership is granted to those students who have transferred to CSUMB from another undergraduate institution working towards a Bachelor’s Degree, and they must have earned at least a 3.5 GPA during their first term. According to Institutional Assessment & Research at

CSUMB Data Warehouse “Term and Cumulative GPAs'' the average cumulative GPA for undergraduate students is 3.17 (2020). The requirement of being in outstanding academics standings to be a part of the Honor Society disqualifies all freshmen in my data because they are not transfer students and are unrepresented in my sample. Furthermore, Tau Sigma is only for INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 7 sophomores, who make up 11%, juniors that make up 27% and seniors who make up 33% of the overall population. So, my sample excludes the proportion of CSUMB students who are freshman, and post-baccalaureate students .Only leaving a small percentage of participants to be accounted for depending on their GPA.

This content is focused on college students, it is not for a much younger population. In addition, the content could be geared towards adolescents or younger children by adjusting content to their age and translated to another language if needed. For example, instead of doing an interactive presentation to college students, I could implement content to parents and students of young children and to adolescents with variations in curriculum structure. For younger children, I would focus on the importance of teaching parents daily physical activities their children could do outdoors. Playing in the sun promotes a good disposition, and also is an excellent way to sustain a low energy level which helps the children to fall asleep. In addition, I would advise parents to place favorite toys in another room so that the child can associate their room with sleep as opposed to play time. For teens, I would implement content to help parents better understand the biological changes that occur during this age of development and its effect on their sleep rhythms (Chen & Chen, 2019). I would teach parents that teens are not “lazy” and that more sleep is essential. I would add modules on poor sleep habits and how they affect relationships, academics, and sports. Since Adolescence is a time for developing relationships, parents will understand that acquiring quality and quantity sleep will increase their teens’ social relationships within family, friends, and their significant other. At the same time, teenages will excel in sports and overall physical performance.

Although I intended to execute my Capstone with Tau Sigma participants, I was unable to make that work. However, I was able to solicit two peers via Instagram and Zoom. The two INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 8 participants were both female and did not represent the overall CSUMB student population. Both participants’ concentration major differed (HDFS, and Sociology) making them unrepresentative of the overall population, and 22 other majors offered at CSUMB. Lastly, because I knew them, participating in the study gave them the opportunity to acquire lifelong tips of my research, making other students who I never interacted with unable to be a part of my project.

Learning Outcomes

I intend to provide one 45 minute interactive presentation to CSUMB students who are members of Tau Sigma Honor Society.

By the end of the project, participants will be able to:

1. Identify two poor sleep habits.

2. Indicate three risks of poor sleep practices.

3. Describe two effective ways to relax before bed.

Method

One day Presentation

First, I introduced myself and asked for verbal consent to record the Zoom presentation. After the participants gave consent, I explained to them the purpose for my project. Then I created interest by asking the participants to take a poll data to collect data on how many hours of sleep they received the night before. See Appendix B. Next, I asked the participants if they knew what poor sleep habits were. We spent about 5 minutes brainstorming together as a group, and they shared their thoughts on what poor sleep habits looked like for them. I then listed their responses on a Zoom white board. See Figure 1. After this, I began my presentation on what poor sleep habits were and how these affect sleep which took about 5 more minutes. To check for INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 9 understanding, I launched a google doc link in the chat asking them to identify three poor sleep habits. See Appendix E .

Next, I began my second module by introducing a video on the risks of poor sleep practices; the video was five minutes in length. (https://youtu.be/Y-8b99rGpkM). After the video, we discussed as a group how the content related to college students and the health risks that were associated as a result of these poor habits. This took about 10 minutes. To check for understanding, I launched a google doc link in the chat and asked them to list three risks of poor sleep practices that they learned. See Appendix C.

Lastly, I presented content on strategies on how to relax before . I explained to the group that in order to improve their sleep health, they would need to start by training their brain and body to know when to initiate sleep. After about five minutes of going over different techniques on how to wind down, I assigned the participants to take a multiple choice poll on what techniques they would like to try to encourage better sleep habits. Both stated they would set a sleep and wake alarm. See Figure 2. The strategies that I mentioned would help to improve my participants' sleep quantity and quality. To check for understanding, I launched a link to a google form in the chat asking them to describe two effective ways that they will try to relax before bedtime. See Appendix C. At the end of my presentation, I shared some additional quick tips on what participants can do if they are still unable to fall asleep. In addition, I then advised the participants to take a Chronotype quiz after the lesson to assist them in identifying their biological makeup. This quiz would allow participants to understand their waking and sleeping patterns and how their Chronotype (the bear, the wolf, the dolphin, or the lion) impacts their sleep habits. For something extra, I led a three minute sleep pledge asking each participant to verbally indicate one strategy that they will implement into their sleep regime to help them INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 10 sleep better for the rest of their lives. See Appendix D. At the end of my presentation, I thanked my participants for being a part of my presentation and answered additional questions.

Results

Learning outcome 1 was that participants would identify three poor sleep habits. The first participant was able to describe two poor sleep habits in the interactive whiteboard activity.

The poor sleep habits she identified were staying up late, and not acquiring enough hours of sleep, which was detrimental to her health. In addition, the participants stated which poor sleep habits they could change in the Google form . The information gathered stated she would ensure getting the recommended eight hours of sleep. This re-enforced her learning of

Outcome 1 in identifying that less than eight hours of sleep was unhealthy and something she needed to change . See Figure 1. The second participant identified three poor sleep habits of sleeping too long, using screens in bed, and drinking too much coffee. In addition, she stated that making bed a sleep only space would be a top priority. As a result of their responses in both the interactive activity and the Google doc form questionnaire , I believe this learning outcome was fully met. See Table 1.

Learning outcome 2 was that participants would identify three risks of poor sleep practices. In the beginning of the module, they watched a YouTube video

(https://youtu.be/Y-8b99rGpkM). After the video, I launched a Zoom poll question: “How many hours of sleep did you get the night before?” Both participants had slept only 6 and 7 hours. See

Appendix B. At the end of my module and to check for understanding , I launched a link in the chat to a Google doc form asking participants to list three risks of poor sleep habits. Participant

1 stated that strokes, depression, and cognitive issues could result from poor sleep practices. INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 11 While participant 2 stated GPA decreases, depression , and strokes were other health risks of poor sleep. I believe the learning outcome was fully met by both participants. See table 2.

Learning outcome 3 was that participants would indicate two effective ways to relax before bed. After discussing different ways to accomplish relaxation in my presentation, I launched a Zoom poll on additional ways they could relax before bed if they still had a hard time falling asleep. See Appendix C. In the interactive activity zoom poll, both participants marked that they would set a consistent sleep and wake schedule alarm and try meditating or stretching in order to wind down. To check for understanding and satisfy Learning Outcome 3, the participants filled out a Google doc form stating two effective strategies they could use to relax before bed. See Table 3. The first participant stated that she would implement a wind down routine that included no technology use and would use a sleep spray or drink tea. In my research, I did not come across any studies on sleep sprays or consuming tea to wind down. The second participant fully met the learning outcome by stating she would maintain a cool setting in her , refraining from consuming coffee later in the day, and no alcohol before bedtime.

In my research and content shared, these strategies are indeed effective ways to wind down before bed. For this reason, I believe this learning outcome was partly met.

I continued my module by adding some quick tips on what to do if my participants still had a hard time falling asleep. Lastly, I wanted to do something extra by incorporating a sleep pledge. Participants stated one sleep strategy they would do for the rest of their lives in an attempt to improve their sleep health. One participant stated that she would instill a nightly sleep routine, while the other participant stated that she would refrain from technology use one hour before bedtime. See Appendix F.

Discussion INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 12

I found this project to be successful regardless of the obstacles that I was faced with.

Due to Covid -19, and stay-at-home orders, I was unable to present my project in person. Had I been on campus, I think I would have had more access to college students resulting in more participation.

My first obstacle was having to use email as my only option to communicate and to coordinate a date and time to meet with Tau Sigma members. Unfortunately, due to my course schedule, the window of time, and date that the Honor Society had available, it did not work out.

We all had mutually conflicting schedules. I then decided to attach a recorded 1 minute video of myself to request the Tau Sigma Society take part in my Capstone project. After a week of non-response, I concluded that this group of college students were either not interested in participating or could not join me due to their own personal responsibilities. I then geared my energy in soliciting a group of individuals from Lambda Sigma Gamma Sorority. Unfortunately, the only form of communication was through social media. This form of communication made the request less effective and impersonal. I waited about three days and no one responded. I then reached out to the peer health educators at CSUMB and thought that this would be a perfect opportunity.

Due to the amount of time I would need to successfully engage with my audience, I was unable to join a scheduled Health and Wellness meeting. I was advised that a 45 minute to 1 hour presentation would take too much time away from important issues they would need to discuss. I was supplied with all mentor’s emails, and I invited them to a scheduled Zoom meeting. One day before my scheduled Capstone Zoom meeting, I sent out a reminder email because only two mentors responded to my request. Executing my project with CSUMB Health INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 13 and Wellness peer mentors was not successful. Unfortunately, of the two mentors who agreed to participate, one had to work. However, the other member was still able to attend. To my relief, I now had one participant. The Thursday before executing my project, I reached out to my professor with my dilemma in hopes of recruiting more participants. I shared the Zoom invite with her which she shared with the rest of the class. I had struggled to continue to find a way to execute my interactive powerpoint presentation with a live audience. That morning, I drove to the city where my father lived to assure stable WiFi, and a quiet environment away from my 3 children. As I set up my work space my school laptop crashed. Luckily, my father loaned me his laptop device, but it was very slow. I logged into my scheduled powerpoint presentation at 12:45 pm but, no one had joined the Zoom meeting. At 1:30, I decided to reach out to someone in my class as a last attempt . Luckily , she was able to join in. I had one participant! A few minutes later, two other people attended. Now, I had three participants.The problems continued. I wasn’t able to share my screen on Zoom . I tried troubleshooting for about 5 minutes and I couldn't figure out the problem. I decided to reschedule for the next day. Ten minutes later, I figured out my technical problem. I quickly emailed my three participants; one participant could not join due to a prior commitment which resulted in only two participants. Throughout my Capstone presentation via Zoom, the WiFi was glitchy and the Youube video kept playing at the undesignated time.

As a presenter, I thought that it could have been more interactive if the participants had their cameras on. Looking at black boxes did not allow me to capture facial expressions, body language, nor gestures that would have enriched my teaching experience and interaction with participants. I feel the learning outcomes were consistent with research because my participants had no idea of the amount of sleep they needed every night to be mentally and physically ready INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 14 for school and everyday functioning. Because they are college students ranging from the ages 18 to 25, they are in the process of figuring out emerging adulthood. Oftentimes, they engage in activities that interfere with their sleep and they are not developing effective sleep practices that can help shape their development in the future. For example, the participants now realize that sleep should be one of their main priorities. In terms of diversity, I only had two female participants. My participants did not include a representative sample of students at CSUMB. To be more inclusive, I wish I could have had at least 8 to10 participants and the same ratio of females to males. If I had to do something different, I would have liked to do my presentation live, with college freshmen. As a result, new college students would have the knowledge to be more vigilant of their sleep/wake schedules and could learn how to monitor their sleep habits.

Nevertheless, I feel that this project was successful even though not all learning outcomes were met. The ongoing interactive activities kept the participants engaged and showed growth in all aspects of the curriculum. In conclusion, my participants were very pleased and provided positive feedback on my project and were thankful for the new lifetime knowledge they received. INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 15 References

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Zeitgeist 2019. YouTube. https://www.youtube.com/watch?v=j7tctoXITbo INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 17

Responses of white board activities and examples of bad sleep habits INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 18

Responses identifying three risks of poor sleep habits INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 19 Responses of two ways to relax before bed INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 20 Figure 1

Results of white board discussion on different examples of bad sleep habits INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 21 Figure 2

Techniques chosen to try and encourage better sleep habits INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 22

Appendix A

Powerpoint on Got Sleep INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 23 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 24 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 25

Appendix B

Sleep Pole INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 26 Appendix C

Learning Outcome 2,3 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 27

Appendix D

Verbal Sleep Pledge INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 28

Appendix E

Google Doc LO 1 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 29

Appendix F

Verbal Sleep Pledge Responses INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 30

Appendix G

Powerpoint of Final Capstone Presentation INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 31 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 32 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 33 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 34 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 35 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 36 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 37 INCREASING COLLEGE STUDENTS’ AWARENESS OF SLEEP 38